Alternative measure for education variable in an empirical economic growth model: Is primary education less important?

In this paper, an alternative measure of the education variable is proposed in an empirical economic growth model. Taiwan from 1964-2000 is selected as a case study. The main innovation of this paper is the weighting of education inputs by schooling level as an additional input into the application of production. Results reveal that primary education carries the greatest credits in Taiwan's economic development, which suggests that educators and policy makers value the importance of the foundation (i.e., primary education).